SE. INQ 2nnd PU7RTnaRDAT 



NEBRASKA TEACHERS' READING CIRCLE, 



OUTLINE 



TO ACCOMPANY 




022 136 861 



^^J-jeonard and Grertrude" . 



1891-2. 



I. Sketch of Pestalozzi. 

II. Origin of "Leonard and Gertrude.** 

III. List of References. f 

IV. Analysis of "Leonard and Gertrude.'* 
V. The Pedagogical Doctrine of the Book. 



Boston, Mass., U.S.A., 

D. 0. HEATH & CO., Publishers, 

1891. 

Copyright, 1891, by D. C. Hbath & Co, 



\ > 



-9-V^ 



I. LIFE OF PESTALOZZI. 



Pestalozzi and Rousseau, alike in certain respects, were 
greatly unlike in others. The life of the latter serves 
neither to strengthen nor greatly illumine the Emile ; while 
no study of any single work or production of Pestalozzi can 
be in any way interpreted, except in the light of his life. 
His generous heart was the constant spring whence came 
alike his domestic, social, educational, political, religious and 
industrial services that have made richer, not Germany alone, 
but every modern nation, the United States not the least. 

No better preparation can be made for reading " Leonard 
and Gertrude," than a brief but careful study of the life of 
its author. 

A rough sketch is herewith presented. 



John Henry Pestalozzi was born in Zurich, Switzerland, 
in 1746. His ancestors were Italian Protestants. At five 
years of age his father died, and Henry, with a brother and 
sister, was brought up to manhood by his devoted mother, 
and. a kind-hearted servant, Barbara, who was his most 
patient companion and care-taker. His early training was 
chiefly at home, and of the heart rather than the head. He 
could never have been called scholarly, writing and compos- 
ing with difficulty. Inaccurate and slow in the most elemen- 
tary calculations ; ignorant of history and geography ; and 
averse to formal studies, Pestalozzi was yet a man who, 
as Raumer said, " compelled the scholastic world to revise 
the whole of their task." 

5 



At school lie was regarded as a simple-minded child, well- 
meaning, and morally courageous, but queer. His vacations 
were usually spent in the country or at a neighboring hamlet, 
where his grandfather, the village pastor, had introduced a 
system of local charity, and through whom Henry learned 
the condition of, and became acquainted with, the rural poor, 
factory children and domestic indifference, that gave him 
large suggestion in his manhood years. 

In 1765, at the age of nineteen, Pestalozzi, v/ith the re- 
forming students at the Swiss University (Zurich) , became a 
contributor to a local weekly paper, the " Memorial." Even 
then he had views upon education and tiie public welfare, 
and expressed them so fully that he earned imprisonment, 
at the same time that saw his companions leaving the city 
for their too-free speech. About this time Pestalozzi became 
acquainted with the Emile of Rousseau (17G2), and drew in- 
spiration for his own later great service to humanity. In 
the columns of the Memorial, he was led to say : 

" I would that some one would draw up in a simple man- 
ner, a few principles of education intelligible to everybody ; 
that some generous people would then share the expense of 
printing, so that the pamphlet might be given to the public 
for nothing or next to nothing. I would then have clergy- 
men distribute it to all fathers and mothers, so that they 
might bring up their children in a rational and christian 
manner." 

His first choice of a profession was theology. Failing in 
the pulpit he took up the law. Dissatisfied with the law, 
and interested in Rousseau's Naturalism, he resolved to de- 
vote himself to agriculture. He spent a year with a rich 
landed proprietor, made a tour of the country to study im- 
proved methods of cultivation, married (1769), and settled 
down to madder farming, near Hapsburg, in the canton of 
Argau. His place was called Neuhof. 

Five years later, having failed as a farmer, but impressed 
with the helpless condition of the needy poor, and especially 

6 



of the occupants of the many poorhouses, Pestalozzi urged 
the establishment of institutions in which, with the ordinary- 
lessons in intellectual culture, might be combined systematic 
instruction in manual labor. As a guaranty of his faitL 
and a measure of his interest, he oiTered his house and farm 
as a place for the experiment. 

Accordingly, in the winter of 1774, was opened at Neuhol 
an " Industrial School for the Poor," perhaps the first of its 
kind in the world. Pestalozzi was teacher. The children 
were the refuse of the community, lazy, vicious and discon- 
tented. The}' worked at weaving, gardening and simple 
farming. To all outward appearances the school failed, 
Materials w^ere wasted, the work was mediocre, the farn 
deteriorated, the children left, debts were incurred, his wife's 
fortune was lost. In 1780 the school was closed. In th( 
Fellenberg schools, however, industrial homes, shop-traiuinc 
and manual labor institutions, the thought of Pestalozzi has 
since been abundantly justified. 

In the year mentioned began a period of reflection anc 
writing, out of which grew various works upon social anc 
economic questions, education, stories, compilations, and 
newspaper correspondence, and, notably, " Leonard anc 
Gertrude," upon which his chief fame as an author rests. 

His first was the " Evening Hours of a Hermit," pub- 
lished in 1780, — a series of aphorisms setting forth the 
process of education as a natural one, including moral anc 
religious growth, and in its relations to domestic life chiefly, 
and through that to society. 

Following this within a year was published " Leonard anc 
Gertrude," a sort of didactic story, presenting a picture oi 
Swiss peasant and domestic life a hundred years ago, anc 
the means of its reformation. In seems to have been writ- 
ten with parents and public oflicers in mind, and for the 
instruction of those entrusted with the guidance of the 
young. 

7 



It was not nnderstoocl, however, and almost immediately 
" Christopher and Eliza " was published as a sequel. Chris- 
topher, a wealthy and intelligent farmer, is the head of a 
household including Eliza, his wife ; Fritz, the son ; and Jo- 
siah, their servant. Their evenings are spent in reading and 
discussing " Leonard and Gertrude." A series of discus- 
sions of social questions was begun about the same time, in-" 
eluding an interesting study of "Legislation and Infanticide," 
etc. In 1797, under the influence of Fichte, and with a de- 
sire to put into more philosophic form his reflections upon 
education, Pestalozzi published his " Inquiry into the 
Course of Nature, in the Development of the Human Race," 
which has been pronounced " prolix and obscure," and 
which, as Pestalozzi himself said, " nobody understood." 
Then came (1798) "Figures to My A-B-C Book," or 
" Fables," a group of loosely related aphorisms and fable- 
like stories, illustrative of educational and social movements, 
but still with the scantiest recognition fiom either the gen- 
eral or educated public. " How Gertrude Teaches herCJiil- 
dren," was a sort of summary published in 1801, illustrative 
of the place and conditions of home teaching and the func- 
tions of the mother in the earliest training. 

In the Franco-Austrian war of 1798, Switzerland became 
a kind of common battleground. Nidwalden, about Lake 
Luzerne was overrun and devastated. Stanz alone was 
saved from the flames. Hundreds of orphan children and 
homeless families were made dependent upon the govern- 
ment. Pestalozzi offered to collect and instruct the poorest 
of the children. The privilege was granted. The family 
was turned into a school ; or rather the family and the school 
were one. There were no books ; there was no apparatus. 
They had no lessons to commit, but much to investigate. 
When they were interested, he ofteji " pursued the same 
topic for hours, and left it only when the interest flagged or 
the point was attained." They gained little positive kuowl- 



edge, but much love of kuowledgc, and power of acquiring 
it. They were trained in cleanUness, knidness, industry, 
and interest in nature and things. '' He taught num- 
bers instead of figures ; living sounds instead of dead char- 
acters ; deeds of faith and love instead of abstruse creeds ; 
substance instead of shadow; realities instead of signs." 

Nevertheless, parents were critical and sceptical, the pub- 
lic was suspicious, children lacked steadiness. In time, how- 
ever, the children were won. Their common life and consid- 
erate treatment gave new aspirations. Of these same waifs, 
within a year, Pcstalozzi was able to say, "Among these 
seventy wild beggar-children there soon existed such peace, 
friendship and cordial relations as are rare even between 
actual brothers and sisters." 

After a single year, the exigencies of war closed the 
school, and Pestalozzi became an assistant in the school at 
Burgdorf (1 799 ) . Here were twenty-five burghers' children , 
five to eight years of age, in teaching whom his phonetic 
method in reading, his original exercises in spelling, his ob- 
ject lessons, etc., drew out a public testimonial from the 
school committee and secured Pestalozzi's promotion to a 
master's place for the year following (1800). 

Soon his school was united with one taught by Hermann 
Kriisi, and the famous " Institute at Burgdorf" took its rise. 
Here were Ramsauer, Schmidt, and Steiner, as students, who 
all became eminent expounders of Pestalozzianism, and 
others, equally students, but already men, who came to study 
the methods and the man : Von Tiirk, Blockmann, Stern 
and Ackermann. Here also, Pestalozzi had for associates, 
besides Kriisi, Niederer, the defender of the school, who 
gave himself to an analysis of the principles of method, 
Tobler the father of the new method of Geography, and 
Buss, the school instructor in Geometry and Drawing. 

Here, as also in the Yverdon school, founded 1802, was 
maintained a training class for the maturer members who 



sought lo make a study of teaching and the conditions of 
right method. At the latter place, besides Kriisi, who 
worked out exercises in mental arithmetic and language, were 
Ritter, the geographer, who perfected the system begun by 
Tobler ; Raumer, the historian of education ; Herbart, the 
philosopher; and Froebel, the founder of the kindergarten. 
Mr. Xeef, who introduced the Pestalozzian system into the 
United States in 1807, at Philadelphia, was also a student 
here. For more than a dozen years the Yverdon scliool 
pros})ered. but after 1816 it declined, and in 1825 closed. 
Two years later Pestalozzi died. 



lO 



II. ORIGIN OF LEONARD AND GER- 
TRUDE. 



The following is given by Kriisi as the origin of the book 
" Leonard and Gertrude" : — 

Fiissli, a bookseller of Zurich, and friend of Pestalozzi, 
once mentioned to his brother, the artist, the sad condition 
of the philosophic dreamer at Neuhof. The latter, who was 
turning over the leaves of a pamphlet, having asked w^ho was 
its author, and being told '* Pestalozzi," answered " the 
man has talent and originality, and can keep himself by 
writing books." The bookseller thereupon urged Pesta- 
lozzi to write a popular tale. The latter, without any posi- 
tive plan, composed some pieces in imitation of the tales of 
Mormontel. But on touching the question of domestic edu- 
cation the subject seemed to expand, until, throwing his 
whole heart into the theme, and drawing largely from the 
treasury of his experience, he produced this immortal work. 
Such was the sensation that followed its publication, and the 
respect in which it was held, that the government of Berne 
decreed him a gold medal. This, it is said, he was obliged 
to turn into cash to supply the necessaries of life. 

Another conditioning factor that may serve to explain the 
particular character and timely appearance of the book, was 
the author's early and overmastering interest in social ques- 
tions. To these he was introduced when yet a youth, 
through acquaintance with his grandfather's parish, by con- 
stant association among the needy and neglected classes, 
and not less by the protesting, sometimes revolutionary dis- 
cussions among the youth at the University. 



Besides, he was sympathetic, both by nature and training. 
The inequalities in society, and the suffering of the op- 
pressed and hopeless orders, touched him as if they were his 
own. About the time of the publication of " Leonard and 
Gertrude," his contributions to one paper, in a single year, 
comprised articles on "The Temptations which Surround 
Females of the Lower Classes," "The Corruption of Ser- 
vants in Great Houses," "A Want of Evenhanded Justice 
between Rich and Poor," " Men With and AVithout Influ- 
ence," "The Indifference of the Privileged Classes to the 
Real Sufferings of the People," " Popular Education," and 
" The Organization of Prisons." 

In the preface to the first edition of this book, he says : 
" In that which I here relate, and which I have for the most 
part seen and heard myself in the course of an active life, I 
have taken care not once to add my OAvn opinion to what I 
saw and heard the people themselves saying, feeling, believ- 
ing, judging and attempting." 

The work, far from being a simple pedagogical treatise, 
IS more. It presents a realistic picture of Swiss peasant 
domestic and social life, and with admirable effect. 

Pages vii and viii of the editor's introduction have 
given an excellent summary. The tale shows the commu- 
nity not in making, but as made. The descriptions have all 
the comprehensiveness of the bold sketch and the master's 
stroke, and at the same time, the merit in accuracy of the 
most faithful presentation of details. No institution is 
omitted from the picture, — the family, the church, the gov- 
ernment, industry and its accidents, society or the school. 
With admirable insight, Pestalozzi estimates and distributes 
the influence of each. Responsibilities are noted, — the du- 
ties of the church in secular affairs ; the privileges and ob- 
ligations of poverty ; the paternalism of government ; the 
pleasures of industry ; the sacredness of the home. 

But the story is more than a description of existing social 



institutions and conditions. It had for its purpose to sug- 
gest the means of reforming the wrongs, adjusting inequali- 
ties, restoring the sense of personal responsibility, and com- 
mon interests. The author early saw that the betterment of 
a people could not, in any true sense, be effected merely by 
the improvement of outward circumstances ; by legislation 
and public forms ; by prize and purchase ; but that in order 
to free man " his moral nature must be developed and culti- 
vated." The book is therefore an ethical treatise, rich in 
suggestion to teachers and others, concerning the deepest 
needs of manhood in the right control of conduct. It would 
teach the need we are under to provide the favorable con- 
ditions of right living, to develop and fortify early habits 
of industry, to encourage providence in business and the 
home, to establish standards of personal respect and respon- 
sibility, to open the way, through familiarity with conven- 
tional forms, for intelligent cooperation in all institutional 
relations. The method presented Avould unite practical ap- 
plication with elementary instruction. Attention would be 
given' to all subjects whereby the labor of the working 
classes might be facilitated, and life be made more intelli- 
gent. Instruction in literary or scientific subjects was 
helpful only as a means of putting the individual into pos- 
session of himself, and so of the world, and the means of 
living. But the life that then was about the people for 
whom he wrote was made the starting point of all his 
teaching. 

13 



III. KEFERENCES, 



1. Quick's " Educational Reformers. 

Besides much comment by the author, this includes a 
dozen pages from Pestalozzi's own account of the 
school at Stanz, and a helpful analysis of " Leon- 
ard and Gertrude." 

2. Kkusi's " Life and Work of Pestalozzi." 

This atTords the best and fullest exposition of the Pes- 
talozzian system in English; and, aside from his 
schools, the statement of his educational doctrine is 
taken largely from ^' Leonard and Gertrude." 

3. Barnard's '' American Journal of Education." 

Volume VII. includes, besides much other matter upon 
Pestalozzi, an unabridged translation of Part L of 
"Leonard and Gertrude," in more than one hundred 
closely printed pages, and a complete and detailed 
characterization of the Bonnal School. 

4. De Guimt's Pestalozzi. 

No. XIV. of International Educational Series. 



IV. ANALYSIS OF LEONARD AND 
GERTRUDE. 



In his first preface Pesialozzi reveals the breadth of his 
vision,' no less than the depth of his insight, when he says : 

" I take no part in the disputes of men about opinions ; 
but I consider that everything which tends to make men 
good, true and faithful, which cherishes love toward God 
and our neighbors, and brings blessing and peace into our 
dwellings, should be implanted in the hearts of all." 

To such a man, education meant more than the school, 
and teaching something other than a trade. The elevation 
of the community meant the general diffusion of mtegrity and 
respect among individuals. 

" Whoever wishes to do his duty to God and posterity," 
said Pestalozzi, in the preface to his second edition, "to 
public right and public order, and to the security of family 
happiness, must, in one way or another, accord with the 
spirit of my book, and seek the same object." A single 
generation since his death has more than justified his claim, 
and the world is daily realizing upon his investment. 

The work is naturally set off in three divisions. 
- Part I., pages 1-83, constitutes the original work as pub- 
lished in 1781. This depicts the evils following habitual 
dissipation, the hidden petty crimes, the hollowness of the 
accompanying religion, the conditions incident to, and the 
effects of ollicial dishonesty and hypocrisy, and the strange 
mixture of piety and superstition. 

Happy and miserable homes are contrasted, dutiful and 
ungrateful children, comfort and squalor, courage and de- 

»5 



spondency, helpfulness and dependence, reason and passion 
— all with a master mind. 

(Read in this connection, pages vii and viii of the 
introduction, and page G in the advertising appendix.) 

Part II., covering fifteen chapters (84-151 ), suggests 
measures for the amelioration of the condition of the peas- 
antry. 

Primarily all these movements had their origin in the 
larger personal interest of the young squire — the nobleman 
magistrate — in the people. No phase of the village or 
domestic life escaped his observation, and no means for 
its improvement was left untried. In an informal way, from 
the beginning, he took the people into his confidence. 
Everybody was used whose experience was suggestive of 
better living. 

Lieutenant Gluelphi met the young people at his house to 
talk over village and home improvement (159) ; and Arner 
and the pastor and their wives. Cotton Myer. and his sister, 
the schoolmaster and Gertrude, met weekly with a like pur- 
pose (160). All of which represents the highest form of 
civil administration. 

(1.) As a step toward reform, the temptation of the tav- 
ern was to be removed (12, 61, 6, 71, 158). 

(2.) The choice of civil officers was to be looked into, 
including bailiff, beadle, overseers, pastor, the sacrist, the 
schoolmaster, etc. 

(3.) Labor was to be provided for the needy, notably in 
the erection of the church, providing for private ownership 
of lands, opening the peat-swamp, etc. 

(4.) The plans further included ways and means for the 
encouragement of economy. All of the first part shows the 
evils accompanying indolence and thriftlessness. Provi- 
dence is pictured in the family of Leonard and Cotton Myer, 
in Gertrude's advice to Rudy, "to borrow nothing" (86), 
and in the thoughtfulness of the Mason's children (85-88) . 

i6 



At the suggestion of Myer (118), and with the concurrence of 
Arner, a tithe-freefielcl_ was promised to every child " which 
up to its twentieth year should annually lay aside ten Jorins^ 
(about four dollars) from its earnings." The privilege was 
afterwards extended to the families of the wealthiest peasants, 
but refused. This brought thrift into the houses of many of 
the spinners (159) , and cultivated a spirit of self-dependence 
tiud ownership that greatly facilitated the work of reform. 
Xstudy, in this connection, the working of school savings- 
banks.) To the same end, also, Arner offered to loan money 
for the purchase of goats to such as needed (142). 

This impulse toward economy and thrift (see page 176), 
t* had so greatly reduced the number of malefactors, that 
Arner found it possible to remove the gallows, establishing 
in their stead a sort of hospital in which the few criminals 
might be gently led back to better and more orderly lives." 
(5.) Domestic and private business affairs also came in for a 
share of the squire's attention. Rudy's home, under the watch- 
ful care of Gertrude, was reorganized (84) ; those who were in 
Hummel's debt were brought to account (120) ; there were 
suggested means of improving their lot (142) , and the formal 
plan for bettering the public condition included the coop- 
eration of the better portion of the people of Bonnal, the 
castle and the parsonage, " for the purpose of gaining a sure 
and active influence over the various householders." 

In Switzerland, even yet, as well as in Pestalozzi's time, 
besides the estates of nobles or squires, and the lots owned 
by the wealthier peasants and tradesmen, there were tracts 
of land, generally small, that were held by the community, 
and used as pasture or meadow by the people in common. 
Occasionally, these lands had been set apart by the more 
wealthy and well-disposed lords, in return for extraordinary 
services rendered. 

It was such a " common " which Arner planned, as a 
step in his elevating the community, to partition out to his 

17 



peasant, spmning and weaving dependents. Of course the 
more provident of these, having lands of their own, could 
hope for no advantage from a division of the common, — 
and opposed it. To the poor, a lot, a goat, and possible free- 
dom from tithes, or taxes, or rents, meant a sort of pros- 
perity. (See 93-4, 100-104, 176.) Arner in the mean- 
time had carefully inspected the common, and saw the means 
of its improvement (p. 112), so that, in harmony with his 
own fixed opinion and Myer's plan, the division was early 
made (p. 141-2). 

How large a factor is this ownership of land in working 
out the regeneration of the individual, and the elevation of 
the community, the nourishmg of the sense of freedom, and 
the establishment of other institutions on an enduring 
basis, is hinted, though vaguely, throughout all this move- 
ment. 

Even before the land had been parcelled, but in the progress 
of the discussion of Arner, the Pastor, Gluelphi and Cotton 
Myer concerning it, the last, a well-to-do spinner, upon whom 
the others had called in conference, joined in all the meas- 
ures of reform, but added (p. 118), ''we can do very little, 
after all, with the people, unless the next generation is to 
have a very different training from that our schools furnish. 
The school ought really to stand in the closest connection 
with the life of the home, instead of, as now, in strong con- 
tradiction to it." 

The need of real education, and the conditions of its ac- 
quisition, had been repeatedly suggested in the preceding 
chapters, and the way for the school prepared. Chapter 
VIII. (p. 42), shows skillfully how " a good mother's Satur- 
day evening " was used to teach self-control, consideration 
of others, courtesy, etc. A lesson in altruism is given in 
Chapter IX., and again in Chapter XV. Where has the sin 
of or the cure for domestic disorder and untidiness and un- 
thrift been better presented than by Gertrude to Rudy (pages 

i8 



84-8) ; or the means of incidental teaching (as on pages 
9i^o) ; or the silent influence of the fireside (page 121)? 

The soundness of Harry's philosophy (p. 122), that 
" what you can't do blindfolded, you can't do at all," was 
only equalled by the wisdom of Gertrude's direction, " Learn 
to spin^rs^ with the use of your eyes." The highest, most 
fruitful skill comes from an original and conscious effort. 

Gertrude's " method of instruction" (p. 129), observed 
by the squire, the pastor and the prospective teacher, rests 
upon accepted philosophy after one hundred years. The 
thoughtfulness during the morning tasks, the early intro- 
duction of manual training, the sympathetic attitude of the 
teacher (p. 130), and the character of the true teacher 
(pp. 134-5), the adaptation of the requirements of skill, in- 
telligence and activity to the age and development of each 
child (130), the incidental instruction in arithmetic, and the 
spirit of helpfulness and common interest, are scarcely ex- 
ceeded in our best schools to-day ; or, rather, our best schools 
are best because further developed along the lines here 
marked out. 

It will be noticed that the formal plan for improving the 
condition of the village coordinated the school with the 
measures for reforming the administration of civil affairs, 
and the movement to reach the families and adults. 

Part III. comprises the remaining thirty pages of the book, 
and is given chiefly to a characterization of the school, and 
the gentleman, Gluelphi. 

Aside from the descriptions given of Gertrude's home 
training, and occasional references to the new town school 
subsequently, the only characterization of the work of Lieu- 
tenant Gluelphi, Gertrude and Margaret, in the 180 pages, is 
to be found in Chapters XXXI. and XXXII. How much is 
said in those ten pages ! 

The purpose of the school as related to other institutions, 
the nature of education, and the community interest in both, 

19 



the uses of festivals and holidays, the gradation of work, 
the classification of pupils, the extension of literary 
training to all (153), the place of women in the school, the 
importance of tidiness and cleanliness, the virtue of order 
and obedience, discrimination in punishment and commenda- 
tion, — all are given an intelligent setting in the Bonnal 
school. 

The effectiveness of its teaching and methods reformed 
the pastor's preaching, and became widely known. The in- 
vestigation of the means of education in Bonnal, among 
other movements for reform, was only a prophecy in stor}^ 
of what actually occurred in later years in the inspection by 
the public and by private parties, by teachers and statesmen, 
of Pestalozzi's schools at Burgdorf and Yverdou. 



PEDAGOGICAL DOCTRINE OF THE 
WORK. 



SxArFER, minister of the Arts and Sciences, at the open- 
ing of the Stanz school referred to " that classical book, 
' Leonard and Gertrude.' " It is classic to-day. 

(1.) The first noticeable feature of the book is the evi- 
dently new idea of the nature of education. By its teach- 
ings the author sought " to wheel tlie educational car of 
Europe upon another track." To the question, "How were 
the peasantry to be raised out of their degraded state?" 
he answered, " By education." But education, to Pesta- 
lozzi, did not mean simply training in the use of books. 
' ' The thing was not that they should know what they 
did not know, but that they should behave as they did not 
behave." The book treats knowledge as valueless except 
as a basis of action. And the road to right action lay 
through right feeling ; hence the appeal to the heart. 

(2.) The close relations of the home and school are 
everywhere noted and emphasized. " The domestic virtues 
determine the happiness of a nation." The mother-heart 
was recognized as an essential element in teaching. Ger- 
trude, the mother, was made to typify the ideal teacher. 

By the school at Stanz, Pestalozzi himself said, " I 
wanted to prove by experiment, that if public education is 
to have any real value for humanity, it must imitate the 
means which make the merit of domestic education." In 
the Swiss Journal of 1782, further, he wrote : "To engage 
the attention of the child, to exercise his judgment, to raise 

21 



his heart to noble sentiments, these I think the chief ends 
of education. And how can these things be reached so 
surely as by training the child as early as possible in the 
various daily duties of domestic life ? " 

On its intellectual side, education is teaching the child to 
think. The proper subjects of thought for children, Pesta- 
lozzi held to be the children's surroundings, the realities of 
their own lives, the things that affect them and arouse their 
feelings and interest. 

That this was something more than theory appears in even 
the most superficial study of the schools at Neiihof, Stanz, 
Burgdorff and Yverdon, in all of which ruled the domestic 
spirit. 

(3.) Throughout the book also is maintained consistently 
the distinction between training and teaching. Education 
meant the regulation of conduct, equipping the individual 
and the community with right habits and impulses, the de- 
termination to a higher life. Whether it was spinning, or 
distributing charity, or learning to calculate, or lessons of 
industry, or the religious life, growth in each was meant to 
come through doing. The child should be early mechanized 
in the ways of right living, physical, mental, moral. 

(4.) One of the most marked lessons of the treatise is the 
educative influence of the social element. Whether in the 
family, in society, or the school, the child, even the com- 
munity, is greatly determined by its environments, its com- 
panionship. 

Emerson said, " You send your boy to the schoolmaster, 
but it is the schoolboys who educate him." 

The influence of the peasants continued Leonard's visits 
to the tavern, and filled the landlord's slate ; dirt and im- 
providence spread from family to family ; the feeling of 
common interest and a common danger made rogues strong 
when together ; Rudy's children learned by association with 
Gertrude's ; with Hartknopf the peasants were supersti- 



tlous ; courage came with Arner and the pastor ; it was easy 
to be wise and hopeful with Giertrude and Leonard and Cot- 
ton Myer. 

All reformation must be individual, but the social envi- 
ronment may be made a condition of helpfulness. The 
highest good to each comes only through cooperation with 
others. 

(5.) The only cure for superstition, in whatever form or 
degree, is education. Superstition, the pastor is led to say 
in the original text, makes people stupid, timid and irreso- 
lute, it warps a man's understanding and has a bad effect 
upon all he does, and says, and thinks. The best method of 
opposing it is "in educating [them] to ground their knowl- 
edge of the truth upon the pure feelings of innocence and 
love ; and to turn their attention chiefly to the surrounding 
objects which interest them in their individual situations." 

(6.) As might be expected from what is known of the 
man, Pestalozzi emphasizes strongly the sympathetic ele- 
ment in teaching. Master or mother and children work to- 
gether. Instruction, whether . in Gertrude's home or the 
Lieutenant's school, is informal but generous. Margaret is 
the personification of intelligent sympathy (154). To play 
with their children and enter into their little plans were not 
less a part of the privilege of Leonard and Gertrude than to 
clothe or feed or teach them. 

(7.) Nevertheless the book teaches the necessity of a 
rigid insistance upon obedience to conventional require- 
ments. Cleanliness, courtesy, punctuality, agreeable man- 
ners, graceful carriage, not less than kindness of heart and 
scholastic proficienc}', were made objects of attention in 
Gluelphi's school (154), as they had been by Gertrude, and 
are so regarded to-day. 

(8.) But clearness and accuracy of knowledge, — "care 
for the heads as well as their hearts," — were a part of the 
educational creed. Whatever was learned " should be plain 

23 



and clear as the silent moon in the sky." Children's obser- 
vation was trained, and their attention cultivated. Arith- 
metic was taught as ' ' the natural safeguard against error in 
the pursuit of truth," 

(9.) The most revolutionary of all his notions, however, 
was Pestalozzi's idea of unity and wholeness in educational 
results. This principle has since been carried out more fully 
in the kindergarten of Froebel, and the educational philoso- 
phy of Herbart. Gertrude recognized it, and Lieutenant 
Gluelphi gave it form in the Bonnal school. 

Plato said, " The end of education and the instruction of 
youth is to make them better ; not simply more intelligent, 
but more moral." 

Pestalozzi saw that it should give stronger and healthier 
and better-kept bodies, make better fathers and mothers and 
children, establish neiglfborhood relations upon a higlier 
plane, perfect the feeling of moral responsibility and privi- 
lege, work out a more rational citizenship, and fix habits of 
virtue. " The child," he said, " accustomed from his earli- 
est infancy to pray, to think, and to work, is already more 
than half educated." 

24 



Nature Readers : Sea-Side and Way-Side. 

Nos. I., II., and III. By Julia McNair Wright. 
'X'HIS is a series of Primary Readers on an entirely new plan, de* 
signed for schools and families. They are intended to awaken in 
young children a taste for scientific study, to develop their powers of 
attention, and to encourage thought and observation, by directing their 
minds tp the living things that meet their eyes on the road-side, at the 
sea-shore, and about their homes. Hitherto the chief mission of the 
First, Second, and Third Readers has been to give a child a printed 
vocabulary of some few hundred words. These words, as they con- 
cerned themselves with facts that came naturally within the child's 
knowledge, have been of small service in developing ideas. 

It has been generally supposed that any really scientific studies could 
not be brought within the compass of the few and short words suited 
to a First or Second Reader ; or, if so brought, must be in a form dry 
and unattractive. But these "Nature Readers" — not merely stories 
about animals, nor simply descriptions of animals in an abnormal 
state, as of captivity — explain, in clear and simple style, without 
technical language, the anatomy and the life-histories of the subjects 
studied, giving their actions and homes the graphic interest of individ- 
uality, so that, without any illusions of imagination or allegory, they 
possess, as one eminent primary teacher has said, " all the fascination 
of a fairy tale." 

The First Reader treats of crabs, wasps, spiders, bees, and some 
univalve mollusks. The Second Reader treats of ants, flies, earth- 
worms, beetles, barnacles, star-fish, and dragon-flies. The Third 
Reader has lessons in plant life, grasshoppers, butterflies, and birds. 
Each Reader is furnished with Review Questions sufficient to cover the 
leading facts presented. ^ 

The structure, relationship, similarities, diflferences, uses, and mutual 
services and offices of the things described are simply and clearly ex- 
hibited, and the way is opened for wide advances in science, while a 
taste is implanted for the observation and study of nature. 

These Readers in manuscript and proof have received the warm ap- 
proval of many leading teachers, as meeting a happily growing demand, 
and as being at once true to scientific facts and carefully considerate of 
the needs and capacities of a child's mind. 

They are amply and helpfully illustrated. 



The Public School Music Course, 

By Charles E. Whiting, formerly Teacher of Music in the Boston 
I'ublic Schools. Boards. Books I. to V., 112 pages, Price by mail, each, 
30 cts. Intro, price, 25 cts. Book VI., 256 pages. Price, by mail, (i() cts! 
Introduction price, 54 cents. 

^T^HIS Music Course consists of a series of six graded Music 
^ Readers. Book I. is designed for all the Primary Grades. 

Books II., III., IV. and V. are designed for the lower and middle 
Grammar Grades. Book VI. is designed for the two upper Grammar 
Grades. Each of the first three numbers contains, in addition to the 
ordinary matter, over three hundred exercises. A very large number 
of the one-, two-, three- and four-part songs are selected from the best 
German, English, French and American composers. 

These books contain everything necessary for a well graded and 
complete Music Course — time names, breathing marks, etc. The 
first two books are also beautifully illustrated. 

Part-Song and Chorus Book. 

For High Schools, Academies, Choral Societies and Families. By 
Charles E. Whiting. Boards. 256 pages. Price by mail, $1.10. 
Introduction Price, 96 cts. 

npH IS book consists of six departments: namely, condensed ele- 
-L mentary course, vocal exercises, two, three- and four-part 
solfeggios, three- and four-part songs, anthems and choruses, and 
jiymn-tunes. A few vocal exercises, for class drill, have been added 
for aid in voice culture. 

The selections from the German, English and American composers 
have been made with the greatest care, and many original pieces have 
been used for the first time. 

Supplementary Music for Public Schools. 

Edited by Charles E. Whiting. Leaflets, 10x71-2 inches, large 
type ; also 71-2x5 1-2 inches, smaller type. Price, 4 page numbers, 2 
cents each; 8 page, 3 cents; 12 page, 4 cents, and 16 page, 5 cents. 
Special discounts according to quantity ordered. 

THESE leaflets furnish supplementary music of the same high 
order as the above Music Readers, and like them are adapted to 
all the grades from the Primary to the High and Normal Schools. 



104 HISTORY. 



Studies in American History. 

For use in Grammar Schools. By Mary Sheldon Barnes, formerly Pro- 
fessor of History in Wellesley College, and author of Studies in General History 
and Earl Barnes, Professor of History in Indiana State University. Cloth 
ooo pages. Introduction price, ooo. Price by mail, coo. 

THE aims of this new book are : (i) To teach the pupil to deal witl" 
historical material at first hand ; to train him to see the fact anc 
catch the spirit of what he reads ; to judge of the character and influence 
of men and acts ; and, to some extent, to see the relations of cause anc 
effect in historic events. (2) To give him a sympathetic appreciation o 
the development of our American life and character. (3) To give him : 
clear idea of the facts of our history in their relations of time and place 
Its methods are : To present the fact and spirit as often as possibl 
in its original form. Its contents are, therefore, largely taken fron 
contonporary letters, diaries, and books of each period under consid 
eration, while such connections are made as are necessary to giv 
unity to the whole. Thought and attention are aroused by directiv 
questions, while frequent exercises in map-drawing and chart-makin 
fix the whole history in time and place. The great stress is laid upo 
the settlement and development of our land and people, the Grea 
West not being forgotten. The materials are thus largely descriptiv 
and biographical. Reading lists accompany each period, referring th 
papil to the best stories, poems, and historical narratives that hav 
been inspired by that period. 

A teacher's manual in connection with the studies will be publishec 
directions for the class-room work, and giving particular refe 
to the best secondary authorities on each topic treated. 

[/« Press. Ready in Jnn 

The following letters come to 21s from those who have examined t> 
advanced pages of Sheldon's United States History : — 

Eliza A. Cheyney, Teacher of H 
tory in Mrs. Nixon's School, New Orleai 
La. : I am delighted with the easy sii 
plicity and great clearness of the te 



givmg 
ences 



Edwin F. Kimball, Sub-Master of 
the Bennett School, Boston, formerly oft he 
Chauncy-Hall School: I have read the 
first chapters of Sheldon's new book with 
interest and delight. The plan is admir- 
able. If the entire work fulfils the prom- 
ise of the first pages, it will prove to be, 
in my judgment, the best treatment extant 
of American history for use in the upper 
grades of grammar schools. 



The child— and young children may u 
this book — is not robbed of the right 
do his own thinking. At last that dull( 
of all histories — our own — promises 
become interesting. 



For the Study of English. 

Strang's Exercises in English. Examples in Sjnitax, Accidence 

and Style for criticism and correction $0.35 

Hodgkins' Studies in English Literature. Gives full lists of aids 
for laboratory method. Scott, Lamb, Wordsworth, Coleridge, 
Byron, Shelley, Keats, Macaulay, Dickens, Thackeray, Robert 
Browning, Mrs. Browning, Carlyle, George Eliot, Tennyson, Ros- 
setti, Arnold, Ruskin, Irving, Bryant, Hawthorne, Longfellow, 
Emerson, Whittier, Holmes and Lowell. A separate pamphlet on 
each author. Price 5 cts. each, or per hundred, $3.00 ; complete in 
cloth (adjustable file cover, $1.50) i.oo 

Huffcut's English in the Preparatory School. Presents as 
practically as possible some of the advanced methods of teaching 
English grammar and composition in the secondary schools . .25 

Woodward's Study of English. Discusses English teaching 

from primary school to high collegiate work 25 

Genung's Study of Rhetoric. Shov\'s the most practical discipline 

of students for the making of literature ..... .25 

George's Wordsworth's Prelude. Annotated for high school and 

college. Never before published alone. Cloth . 1.25 

George's Selections from Wordsworth. 168 poems chosen 

with a view to illustrate the growth of the poet's mind and art . 1.50 

Corson's Introduction to Browning. A guide to the study of 

Browning's Poetry. Also has 1Z poems with notes . . . 1.50 

Corson's Introduction to the study of Shakespeare. A criti- 
cal study of Shakespeare's art, with examination questions upon 
special plays 1.50 

Cook's Judith. The Old English epic poem, with introduction, 

translation, glossary and fac-simile page ..... 1.5c 

Simonds' Sir Thomas Wyatt and his Poems. 168 pages. 

With biography, and critical analysis of his poems . . . .75 



D. C. HEATH & CO., Publishers. 

BOSTON. NEW YORK. CHICAGO 



BOOKS FOR PRIMARY AND 6RAMMAR SCHOOL 



Wright's Nature Readers : Seaside and Way sit 

No. I, 96 pp., for Primary Grades. Price, 25 cents. No. 2, 176 pp., fqr Intermec 
Grades. Price, 35 cents. No. 3, 320 pp., for Grammar Schools. Price, 45 cents. 

Hyde's Lessons in English, Bo ok L 

For third and fourth years of school. Contains exercises for reproduction, picture less 
letter writing, uses of parts of speech, etc. Price, 35 cents. 

Hydes Lessons in English, Book II., 7vith Suppkmen 

Imparts enough technical grammar for Grammar Schools, and continues the composi 
exercises of Book I. Price, 60 cents. 

Suggestive Lessons in Language and Reading, 

A Manual for Teachers. By ANNA B. BAD LAM, Rice Training School, Bos 

The first part of the book is devoted to Outlhie Lessons for Oral IVork, and the sec 

to Suggestive Lessons for Blackboard Reading and Word Building. The lessons are illustr 

by pictures in outline so simple that the teacher will be able to reproduce them on 

blackboard when teaching the text of a lesson. Sample copy sent on receipt of J 1.50. 

A Primer and also a First Reader, 

By ANNA B. BADLAM, Rice Training School, Boston, Mass. 
Books intended to supplement the Board Reading Lessons of the Suggestive Lessor 
Language and Reading described above. 

Aids to Number for Primary Schools, 

By ANNA B. BADLAM, Rice Training School, Boston. 

First series, 25 cards, with objects arranged singly and in groups, for exercises in add! 
and subtraction. Price, 30 cents. Pupils' Edition, in book form, giving additional exerc 
in groups of numbers. Price, 25 cents. 

Second Series, tliirty-two cards for numbers from ten to one hundred. Price, 30 cent 

Number Chart for Sight Work, 

By ANNA B. BADLAM, Rice Training School. 
On heavy board, 11 x 14 inches, for rapid work, with j 
Price, s cents each. $4.00 per hundred. 

Pierces Review Number Cards, 

Two cards, 7x9, for rapid work for second and third year pupils. Price, 3 cents ea 
$2.40 per hundred. 

Luddingtons Illustrated Number Cards, 

72 cards, 3x5 inches, in colors, to 
ten. Nine sets, each with a card of d 
ki a box. In press. 

An Illustrated Primer, 

By SARAH FULLER, Horace Mann School for the Deaf. Presents the wc 
method in a very attractive form to the youngest readers. 106 pp., illustrated. Price, 25 cei 

Progressive Outline Maps. 

A system of map drawing based on the assumption that map drawing should be tau 
AS A MEANS, and not as an end; that its purpose is to ASSIST THE MIND 
acquiring and fixing geographical facts quickly and accurately. Price, 2 cents each. ;^i 
per hundred. 

D. C. HEATH & CO., Publishers, Boston, New York, and Chicag 



By ANNA B. BADLAM, Rice Training School. 

On heavy board, 11 x 14 inches, for rapid work, with groups in addition, subtraction. 
Price, s cents each. $4.00 per hundred. 



72 cards, 3x5 inches, in colors, to teach by pictures combinations from one 
ten. Nine sets, each with a card of directions and suggestive problems: the 72 ca 
ki a box. In press. 



Science. 



Ofganic ChetnistTy : An introduction to the study of the Compormds of Carbon. 

By Ira Remsen, Professor of Chemistry, Johns Hopkins University, Baltimore. 
374 pages. Cloth. Price by mail i i^i>3o; Introduction price, #1.20. 

The Elements of Inorganic Chemistry: Descriptive and Qualitative. 

By James H. Shepard, Professor of Chemistry in So, Dakota, Agricultural Col. 
399 pages. Cloth. Price by mail, $1.25 ; Introduction price, $1.12. 

The Elements of Chemistry : Descriptive and Q7ialitntive. Briefer Course, 

By James H. Shepard, Professor of Chemistry in So. Dakota Agricultural College. 
000 pages. Price by mail, ;fooo; Introduction price $000. In press. 

Elementary Practical Physics, Or Guide for the Physical Laboratory. 

By H. N. Chute, Instructor in Physics, Ann Arbor High School, Mich. Cloth. 
407 pages. Price by mail, ^1.25 ; Introduction price, $1.12. 

The Laboratory Note-Book. For students using any chemistry. 

Giving printed forms for " taking notes" and working out formulas. Board covers. 
Cloth back. 192 pages. Price by mail, 40 cts. ; Introduction price, 35 cts. 

The Elements of Chemical Arithmetic .• ivith « short system of ei- 

enietttary Qualitative Atialysis. By J. Milnor Coit, M. A., Ph. D., Instructor in Chem- 
istry, St. Paul's School, Concord, N.H. 93 pp. By mail, 55 cts. ; Introduction price, sects. 

Chemical Problems. Adapted to High schools and colleges. 

By Joseph p. Grabfikld and T. S. Burns, Instructors in General Chemistry in the 
Mass. Inst, of Technology. Cloth. 96 pages. Price by mail, 55c. Introduction price, 50c. 

Elementary Course in Practical Zoology. 

By B. p. Colton, A. M., Professor of Science, Illinois Normal University. Cloth. 
196 pages. Price by mail, 85 cts. ; Introduction price, 80 cts. 

First Book of Geology. 

By N. S. Shaler, Professor of Paleontology, Harvard University. 272 pages, with 130 
figures in the text. Price by mail, $1.10 ; Introduction price, $1.00. 

The Teaching of Geology. 

By N. S. Shaler, author of First Book in Geology. Paper. 74 pages. Price, 25 cents. 

(Modern Petrography. An Account of the Application of the Microscope to the 

Study of Geology. By George Huntington Williams, of the Johns Hopkins University. 
Paper. 35 pages. Price, 25 cents. I 

Astronomical Lantern and How to Find the Stars. 

By Rev. James Freeman Clarke. Intended to familiarize students with the constel- 
lations, by comparing them with fac-similes on the lantern face. Price of the Lantern, in 
improved form, with seventeen slides andacopy of " How to Find the Stars," #4.50. 
" How TO Find the Stars," separately. Paper. 47 pages. Price 15 cts. 



D. C. HEATH & CO., Publishers. 

BOSTON, NEW YORK, AND CHICAGO. 



The Laboratory Method 

In ' its Highest and Best Exemplification will be found in the 
following books : 

Sheldon's General History. — This book gives a collection of historic material 
which may be dealt with first-hand, as the pupil deals with the actual substance in 
Chemistry, and with the living plant in Botany, thus stimulating his historic sense 
and judgment. In wide and increasing use. ($i.6o.) 

Sheldon's Greek and Boman History. — Contains the first 250 pages of the 
General History bound in this form for college preparatory. ($1.00.) 

Hodgkin's Nineteenth Century Authors. — A laboratory method in Literature. 
The plan is to give concerning each author the date of his birth and death, a list of 
biographical writings concerning him, a list of significant facts in his life, the names 
of contemporary writers, a list of choice selections from his writings, a list of his 
best books, and a list of selected books regarding him. (^i.oo.) 

Shepard's Elements of Chemistry. — This book is a practical embodiment of 
the modern spirit of investigation. It places the student in the position of an in- 
vestigator, and calls into play mental faculties that are too often wholly neglected. 
It leads him to experiment, to observe, to think, to originate. In successful use in 
more than 250 schools and colleges. (3i.i2.) (Briefer Course, 60 cts.) 

Colton's Practical Zoology. — This book tells the student where to find his 
specimens ; how to observe their habits and habitats ; their metaphorphoses and 
modes of development ; how to collect and preserve ; and, finally, how to dissect 
tliem. In short, it is a guide to the study of animals rather than a mere descriptive 
zoology. (80 cts.) 

Chute's Practical Physics. — This book consists of a series of carefully selected 
exercises, both qualitative and quantitative in character, with directions regarding 
the preparation of apparatus, and the manner of conducting the experiments, together 
with suggestions about observing, note-taking and making inferences from data. 
($1.12.) 

The above books are only a few from the many that we publish for High Schools 
and Academies. We have a full series in French and German, and excellent works 
in Geology, Latin, Natural History, English, etc. Teachers looking for the BEST 
books should write for our complete catalogue, stating in what subjects they are 
specially interested. 

H. 

•D. C. HEATH & CO., Publishers, 

5 Somerset St., Boston, 186 Wabash Ave., Chicago, 18 Astor Place, New York. 



Picturesque Geography. 









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^Stt 


i^^yM||ii.^, '^^M0 


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KIVER AND VALLEY. 
♦ 

A SET OP 12 PICTURES, 

PRINTED IN OIL COLORS, SIZE, 15 BY 20 INCHES, 

and intended primarily to picture to the beginner (or cliild), the m 
ural divisions of land and water, which are usually named in abstra 
definitions and at the same time to meet the modern demand h 
artistic and instructive pictures for decoration of school walls. 

They are produced in the finest style of chromo-lithography. 

The series consists of : 

1. River and Valley. 7. Cliffs and Cape. 

2. Roads and Railways, 8. Strait. 

3. Hills, Plain and Confluence of Rivers. 9. Islands. 

4. Mountain- Pass and Torrent. 10. Isthmus, Peninsula, and Hav- 

5. Glacier. 11. Coral Islands and Reef. 

6. Lake. 12. Volcano and Gulf. 

Price^per Set^in Sheets^ with 2/^ pages of letterpress description j$'^.o 
Mounted on Boards^ per Set^ $5.00. 

E). C. HEATH & CO., 

Publishers, c . . c Boston, New York and Chicagrc 



Elementary Science. 



By Geo. Ricks, Inspector of Schools, London School Board. Cloth. 352 pages. Re- 
tail price, 1.50. 



'J^atiiral History Object Lessons, a Manual for Teachers. 

By Geo. Ricks, Inspector of Schools, L 
tail price, 1.50. 

Guides for Science-Teaching. 

Published under the auspices of the Boston Society of Natural History. For 
teachers who desire to practically instruct classes in Natural History, and designed to supply 
such information as thev are not likely to get from anv other source. 26 tp 200 pages each. 
Paper. . ^ ' 

I. Hy.\tt's About Pebbles, ID cts. VIII. Hyatt's Insects. 

II. Goodale's Few Common Plants, 20 XII. Crosby's Common Minerals and 
cts. Rocks, 40 cts. Cloth, 60 cts. 

III. Hyatt's Sponges, 20 cents. XIII. Richards' First Lessons in Min- 

IV. Agassiz's First Lesson IN Natural erals, 10 cts. 

History, 25 cts. XIV. Bowditch's Hints for Teachers 

V. Hyatt's Coral and Echinodekms, c/n Physiology, 20 cts. 

30 cts. XV. Clahp's Observations on Common 

VI. Hyatt's Mollusca, 30 cts. Minerals, 30 cts. 

VII. Hyatt's Worms and Crustacea, 

30 cts. 

iJ^Ote Book. To accompany Science Guide No. XT. 
Paper. 48 pages, ruled and printed. Price, 15 cents. 

Science Teaching in the Schools. 

By Wm. X. Rice, Prof, of Geolog}', Wesleyan Univ., Conn. Paper. 46 pp. Price, 86 cts. 

Elementary Course in Practical Zoology. 

By B. P. Colton, A. M., Professor of Science, Illinois Normal University. Cloth. 
196 pages. Price by mail, 85 cts.; Introduction price, 80 cts. 

First Book of Geology. 

By N. S. Shaler, Professor of Paleontology, Harvard University. 272 pages, witlt 130 
figures in the te.xt. Price by mail, i.io ; Introduction price, i.oo. 

The Teaching of Geology. 

By N. S. Shaler, author of First Book in Geology. Paper. 74 pages. Price, 25 cents. 

Astronomical Lantern and Hoiv to Find the Stars. 

By Rev. J.\mes P'ree.man Clarke. Intended to familiarize students with the constel- 
lations, by comparing them with fac-similes on the lantern face. Price of the Lantern, in 
improved form, with seventeen shdes and a copy of "How to Find the Stars," ;?4. 50. 
" How to Find the Stars," separately. Paper. 47 pages. Price 15 cts. 

Studies in Nature and Language Lessons, 

By Prof. T. Berry Smith, of Central College, Fayette, Mo. A combination of simple 
n.-itura'l-history object-lessons, with elementary work in language. Cloth. 000 pages. Price, 
00 cts. 



D. C. HEATH & CO., Publishers, 

BOSTON, NEW YORK, AND CHICAGO. 



JVhy should Teacher 5 ^^,:!:^:pZ 

1 Ronniioo "^ '"'"" f'^" stand high in any profession who is not familiar 
I . UtfLUUav iin/j jfs history and literature. 

2 RprniJ^P '* ^'^'^^^ *""^ which might be. wasted in trying experiments that 
^. ucijuu^c /,Qyg already been tried and found useless. 

Compayr6'S History of Pedagogy. " The best and most comprehensive 

history of Education in English." — Dr. G. S. Hall $i-75 

Compayr6's Lectures on Teaching. " The best book in existence on 

the theoryand practice of Education." — Supt. MacAllister, Philadelphia. . 1.75 

Gill's System of Education. " It treats ably of the Lancaster and BgU 

movement in Education — a very important phase." — Dr. W. T. Harris. ' . 1.25 

RadestOCk'S Habit in Education. " It will prove a rare ' find ' to teach- 
ers who are seeking to ground themselves in the philosophy of their art." — 
E. H. Russell, Worcester Normal 0.75 

Rousseau's Emile. "Perhaps the most influential book ever written on the 

subject of Education." — R. H. Quick 090 

Pestalozzi's Leonard and Gertrude. " If we except ' Emile' only, no 

more important educational book has appeared, for a century and a half, than 

* Leonard and Gertrude.' " — The Nation. ....... o.go 

Richter's Levana ; or the Doctrine of Education. " A spirited 

and scholarly book." — Prof. W. H. Payne 1.40 

Rosmini'S Method in Education. " The most important pedagogical 

work ever written." — Thomas Davidson 1.50 

Malleson's Early Training of Children. " The best book for mothers 

I ever read." — Elizabeth P. Peabody. 0.75 

Hall's Bibliography of Pedagogical Literature. Covers every 

department of Education i 50 

Peabody's Home, Kindergarten and Primary School Educa- 
tion. "The best book outside of the Bible I ever read." — A Leading 
Teacher 1.00 

Ne^^sholme's School Hygiene. Already in use in the leading training 

colleges in England. ............ 075 

DeGarmo's Essentials of Method. " It has as much sound thought to 
the square inch as anything I know of in pedagogics." — Supt. Balliet, 
Springfield, Mass. 0.65 

Hall's Methods of Teaching History. " Its excellence and helpful- 
ness ought to secure it many readers." — The Nation. ..... 1.50 

Seidel'S Industrial Education. " It answers triumphantly all objections 
to the introduction of manual training to the public schools." — Charles H. 
Ham, Chicago 0.90 

Badlam's Suggestive Lessons on Language and Reading. 

"The book is all that it claims to be and more. It abounds in material that 

will be of service to the progressive teacher." — Supt. Dutton, New Haven. 1.50 

RedTvay's Teachers' Manual of Geography. " Its hints to teachers 

are invaluable, while its chapters on ' Modern Facts and Ancient Fancies ' will 
be a revelation to many." — Alex. E. P'rye, Author of "77?^ Child in 

Nature:'' 0.65 

Nichols' Topics in Geography. " Contains excellent hints and sug- 
gestions of incalculable aid to school teachers." — Oakland {Cal.) Tribune. . 0.65 



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ENGLISH. 

Hyde's Lessons in English. Book T. (Price, 35 cents.) 

For thirds and fourth years of school. Contains exercises for reproduction, picture 
lessons, l^ter-writing, uses of parts of speech, etc. 

If'^^i^i^^^ssous in English. Book IT. (Price, 54 cents.) 

For grammar schools. Has enough technical grammar for correct use of language. 

MeiklejohiCs English Grammar. (Price, 80 cents.) 

Also composition, versification, paraphrasing, etc. For high schools and colleges. 

Mdfklejoh}t's English Literature. (Price, 80 cents.) 

For high schools and colleges. A compact and reliable statement of the essentials, 

Meiklejohn^s English Language. (Price, $1.30.) 

The above two books in one volume. Readable style. Treats salient features with a 
master's skill and with the utmost clearness and simplicity. 

Williams'' s Composition and Rhetoric by Practice. (Price, 75 cents.) 

For high school and college. Combines the smallest amount of theory with an abun- 
dance of practice. 

Strang'' s Exercises in Eyiglish. (Price, 30 cents.) 

Examples in Syntax, Accidence, and Style for criticism and correction. 

Hodgki)i''s Studies in English Literature. (Price, 5 cents ; $3.00 per hund.) 

Gives full list of aids for laboratory method. Twenty-four authors. A separate pam- 
phlet for each author. 

Huffcufs English in the Preparatory School. (Price, 15 cents.) 

Presents, as practically as possible, some of the advanced methods of teaching English 
grammar and composition in the secondary schools. 

Woodward'' s Study of English. (Price, 15 cents.) 

Discusses English teaching from primary school to high collegiate work. 

Getuing's Study of Rhetoric. (Price, 15 cents.) 

Shows the most practical discipline of students for the making of literature. 

George'' s Wordsworth'' s Prelude. (Price, paper, 50 cents ; cloth, $1.00.) 
For high school and college. The only separate edition now in print. 

George's Selections from Wordsworth. (In press.) 

Corso?i's Introductioti to Brozaning. (Price, paper, 50 cents; cl' 
A guide to the Study of Browning's Poetry. Also has thirty-three poem.« 

Cook's Jjidith. (Price, $1.25.) W 

The old English Epic poem, with introduction, translation, and glo?^ 

Simotid''s Sir Thomas Wyatt and his Poe??is. (In pr^ 

D. C. HEATH & CO., P? 

BOSTON, NEW YORK, AND 



\ 



NEBRASKA TEACHERS' BEADING GIRCLl 




OUTLINE 



TO ACCOMPANY 



\mm 



" JLeoiiard and Cxertrude 



1891-2. 



I. Sketch of Pestalozzi. 

II. Origin of "Leonard and Gertrude." 

III. List of References. 

IV. Analysis of "Leonard and Gertrude.' 
V. The Pedagogical Doctrine of the Boo 






Boston, Mass., U.S.A., 
'^.ATH & CO., Publishers, 
1891. 



BY D. C. Heath & Co. 



LB 624 
.B22 87 
Copy 1 



LIBRARY OF CONGRESS 



022 136 861 7f 



